Maths
Year 2
Autumn
Addition and Subtraction

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents.

Unit 1 Addition/subtraction facts; missing nos
(suggested as 3 days)

Objectives

Know addition and subtraction factsMissing numbers

Unit 1: ID# 2153

National CurriculumAdd/Sub (i) (ii) (v)

Hamilton Objectives7. Know securely number pairs for all the numbers up to and including 20.14. Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems.

Teaching and Group Activities for Understanding

Day 1 TeachingShow a number balance with weights: 6 one side and 10 on the other. If you hang a weight on LHS it’ll balance. Balance 6 and 4 with 10. Record 6 + □ = 10. Discuss how 4 goes in the box. Repeat for other bonds to 10. Then for 9, 8 and 7.Group ActivitiesUse the ‘Addition Towers’ in-depth problem-solving investigation below as today’s group activity. Or, use these activities:-- Children use balance bars to create balanced number sentences up to 10.

Day 2 TeachingShow a bead frame (2 rows of 10 beads) or a bead string (20 beads). Hide a number of beads and ask children to say missing number. Record with a missing number sentence: 15 + [_] = 20. Repeat for other bonds to 20.Group Activities-- Children find missing numbers to create a pair of numbers that add up to 20.

Day 3 TeachingShow picture of a strip of 10 red cubes with a strip of 6 blue and 4 yellow cubes below (see resources) or use real interconnecting cubes. Demonstrate pairs to 10 and 20. Write related addition and subtraction facts.Group Activities-- Children use bar models to create pairs of numbers that add up to 10 and 20, using inverse operations.

Unit 2 Know how many to next multiple of 10
(suggested as 3 days)

Objectives

How many to next multiple of 10Unit 2: ID# 2161

National CurriculumAdd/Sub (i) (ii) (iii)

Hamilton Objectives12. Begin to count up to find a difference between 2 numbers with a small gap.8. Know different unit patterns when adding or subtracting, first when not crossing a 10 in numbers up to 100.6. Use place value and number facts to solve problems, e.g. 60 - ☐ = 20.

Teaching and Group Activities for Understanding

Day 1 TeachingShow 7 beads on 100 bead bar. How many more to make 10? Show 17 beads. How many more to 20? Show pair to 10: 7 & 3. Show 27 beads. What is next multiple of 10 after 27? How many to 30? Look at pair to 10? Repeat with 37, 47, 57…97. Record matching number sentences.Group Activities-- Children roll a dice to create a 2-digit number. They then use a bead string to see what needs to be added to make the next multiple of 10.

Day 2 TeachingShow 1-100 grid. Ring 36. What’s the next Wolf number? 36 + what = 40? Use grid to demonstrate counting on from 36 to 40. Repeat for 46, 76 & 86.Group Activities-- Children choose a number from the 1-100 grid. They need to work out what needs to be added to reach the next Wolf number.

Day 3 TeachingRing 68 on 1-100 grid. What’s next Wolf number? (70). Find 68 on bead bar and count on to 70. Draw hop from 68 to 70 on beaded line on board. Record 68 + 2 = 70. Repeat for other 2-digit numbers and bonds to next 10.Group ActivitiesUse the ‘Sackful of 10s’ in-depth problem-solving investigation below as today’s group activity. Or, use these activities:-- Children get the opportunity to choose between using a number grid or beaded line to help them to solve problems that involve getting to the next multiple of 10.

In-depth Investigation: Sackful of 10sChildren play a game which requires that they add multiples of 10 using their knowledge of number bonds. They then challenge themselves to work out the longest game possible.

Unit 3 Add and subtract 10/20; extend to 11/21
(suggested as 4 days)

Objectives

Add/subtract 10/20 then 11/21Unit 3: ID# 2179

National CurriculumAdd/Sub (i) (iii) (v)

Hamilton Objectives10. Add a 2-digit no. and 10s.11. Count back in 1s or 10s or use number facts to take away.14. Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems.

Teaching and Group Activities for Understanding

Day 1 TeachingShow children how Spider counts in 10s down a 1-100 grid, starting anywhere on the top row. Chant in unison: 3, 13, 23, etc. Repeat. Show Spider counts down in 10s by moving back up. Count in unison. Demonstrate adding 10 by moving spider down 1 space. Record: 46 + 10 = 56. Repeat for subtracting 10. Stress that Spider doesn’t have to count in 1s!Group Activities-- Children make 2-digit numbers and identify 10 more and 10 less on a 1-100 grid.Day 2 TeachingPut 7p in a tin. Drop in a 10p coin. How much in the tin now? Repeat, dropping in 10p coins until 97p is in the tin, as children count on in 10s. Take out 10p coins one at a time, until you only have 7p left. Add/subtract 10 using coins.Group Activities-- Children make 2-digit prices less than 90p, adding and subtracting 10p.

Day 3 TeachingUse Spider on a 1-100 grid. Remind children of counting up in 10s & adding 10. Model adding 11 by moving 1 space down and 1 along, Children show on their 1-100 bead strings – add 10 and add 1 more. Repeat for 20/21.Group ActivitiesUse the in-depth problem-solving investigation ‘That Number Square!’ from NRICH as today’s group activity.Or, use these activities:-- Children work in pairs to add 10 and 11, then 20 and 21 to numbers between 20 and 70.

Day 4 TeachingPlace Spider on 51 on 1-100 grid. Children show you 51 on their bead strings, then show the number 10 less. Children subtract another 10. Record matching sentences.Group Activities-- Children work in pairs to subtract 10 and 11, then 20 and 21 from numbers between 40 and 100.

Unit 4 Use facts to add several numbers
(suggested as 2 days)

Objectives

Use facts to add several numbersUnit 4: ID# 2203

National CurriculumAdd/Sub (ii) (v)

Hamilton Objectives7. Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15).9. Add 2 or 2 single-digit numbers, using number facts and counting up.14. Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems.

Teaching and Group Activities for Understanding

Day 1 TeachingUse a 20 bead frame to rehearse bonds to 10 and 20. Then use these facts to spot pairs to 10 and 20 when adding three numbers, e.g. 13 + 8 + 7 or 6 + 7 + 4. Encourage children to spot the bond to make the addition easy.Group ActivitiesUse the in-depth problem-solving investigation ‘Getting the Balance’ from NRICH as today’s group activity. Or, use these activities:-- Children work in pairs to use number facts in adding three or four numbers less than 20.Day 2 TeachingWrite ■ + ▲ = 10 on f/chart. There are 2 mystery numbers here. What could they be? If square is 8, ask what triangle is? What if square was 1? So there are lots of possible answers. Repeat for different pairs of mystery numbers including subtraction: 20 - ■ - ▲ = 15.Group Activities-- Children learn how to find the mystery number in a number sentence using known number facts.

Extra Support

Unit 5 Add/subtract numbers bridging 10
(suggested as 3 days)

Objectives

Add/subtract numbers bridging 10Unit 5: ID# 2213

National CurriculumAdd/Sub (ii) (iii) (v)

Hamilton Objectives7. Know securely number pairs for all the numbers up to and including 20.8. Know different unit patterns when adding or subtracting, first when not crossing a 10 and then when crossing a 10, in numbers up to 100.11. Count back in 1s or use number facts to take away, e.g. 27-3, 52 – 4.15. Solve problems involving addition and subtraction of numbers, using recall of number facts and appropriate models and images.

Teaching and Group Activities for Understanding

Day 1 TeachingShow 5 beads & 3 more on 1-100 bead bar. We all know 5 add 3! Show 15 & 3 more. Point at 5 + 3 beads in one colour. Repeat for 25 + 3, 35 + 3… 95 + 3. These are really easy - we don’t need to count on. Model on beaded line and landmarked line. Repeat for 9 – 4, 19 – 4, 29 – 4, 99 – 4.Group Activities-- Children use known number facts to solve addition and subtraction problems.Day 2 TeachingAdd a single digit to a 2-digit number by bridging multiples of ten using a bead bar. Show 28 and model adding 5 beads. Once we know 8 + 5 is 13, it’s easy. 18 + 5= 23, 28 + 5 = 33, 38 + 5 = 43, etc. Repeat for other additions using beaded and landmarked lines.Group ActivitiesUse the in-depth problem-solving investigation ‘Secret Number’ from NRICH as today’s group activity. Or, use these activities:-- Children use a landmarked or beaded line to solve addition problems using known facts.

Day 3 TeachingSubtract a single digit from a 2-digit number by bridging multiples of 10 using a bead bar. Start with 20-2, 30-2 etc. Then show 34 – 5, 44 – 5 etc. using beaded and landmarked lines. Repeat for other subtractions.Group Activities-- Children use a landmarked or beaded line to solve subtraction problems using known facts.

In-depth Investigation: Secret NumberAnnie and Ben are playing a game with a calculator. What was Annie's secret number? Adapt numbers used to ensure addition by bridging. Secret Number from nrich.maths.org.